Patient Physician Interactive Game Playbook
Patient Physician Interactive Game Playbook
They used five chapters for each minigame they designed in the Game playbook article. Each chapter
has five sections: Player Transformation/Learning Goals, Curriculum Content, Targeted Variables,
Theoretical Frameworks ( Theory of Planned Behavior), and Game Design Application. I want to do
the same with four chapters one for each section of PACE. P stands for presenting, A stands for
asking, C stands for checking, and E stands for Express. Here is the definition of the PACE Presenting
Presenting will provide information about how the adolescent feels. This section will indicate the
adolescent’s symptoms, concerns, or problems. Asking: During the examination, the adolescent will
ask questions if the desired information is not provided. Thinking about questions to ask the doctor
before the appointment will help the adolescent decide what information is important. Checking: This
particular portion of the conversation will clarify or check what the adolescent might have heard
during the course of the examination. During the examination, the adolescent might have heard
words or phrases that were difficult to understand, it might be necessary to clarify what the physician
or nurse might be referring to. Expressing This component is used to describe any concerns the
adolescent may have in regards to condition, treatment, procedures, dietary changes, or physical
activity recommendations. For this thesis, please concentrate only on the Player
Transformation/Learning Goals, so the P will have a Player Transformation/Learning Goals, the A will
have Player Transformation/Learning Goals, the C will have a Player Transformation/Learning Goals,
and E will have a Player Transformation/Learning Goals 1st sectionPlayer Transformation/ Learning
Goals a. These goals describe the desired end state of the player experience (i.e., what the player will
learn from playing the minigame). b. derived from the “individual determinants” and represent the
factors that will have a direct causal effect on the target behaviors c. includes a brief narrative,
written in layman’s terms, that describes the overall goal of the minigame. d. game developers could
benefit from a more detailed description of the theoretical underpinnings of the
transformation/learning goals and curriculum content e. Thus, the Playbook, which clearly states the
player transformation goals and retains archived content, is available for review throughout the game
design process and is a critical reference tool. Example: the player transformation goals in the Game
Playbook article for People Sense are to (a) increase adolescents’ experience with navigating peer
relationships; (b) increase adolescent’s knowledge about social dynamics, risk taking, and the
interaction of social dynamics and risk taking (i.e., the influence of others’ behavior on one’s own
behavior); and (c) increase adolescents’ perceptions of the risks associated with interacting with
negative influence peers.